Dépouillements

Effective strategies by any other name / Aubyn C. STAHMER in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.211-212 Titre : Effective strategies by any other name Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur Article en page(s) : p.211-212 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361314523357 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Effective strategies by any other name [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur . - p.211-212. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.211-212 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361314523357 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Family-focused autism spectrum disorder research: A review of the utility of family systems approaches / Elizabeth K. CRIDLAND in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.213-222 Titre : Family-focused autism spectrum disorder research: A review of the utility of family systems approaches Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth K. CRIDLAND, Auteur ; Sandra C. JONES, Auteur ; Christopher A. MAGEE, Auteur ; Peter CAPUTI, Auteur Article en page(s) : p.213-222 Langues : Anglais (eng) Mots-clés : ambiguous loss  autism spectrum disorders  dyad  family functioning  family systems  holistic approaches  resilience  subsystem  support services  stress  traumatic growth Index. décimale : PER Périodiques Résumé : A family member with an autism spectrum disorder presents pervasive and bidirectional influences on the entire family system, suggesting a need for family-focused autism spectrum disorder research. While there has been increasing interest in this research area, family-focused autism spectrum disorder research can still be considered relatively recent, and there are limitations to the existing literature. The purpose of this article is to provide theoretical and methodological directions for future family-focused autism spectrum disorder research. In particular, this article proposes Family Systems approaches as a common theoretical framework for future family-focused autism spectrum disorder research by considering theoretical concepts such as Boundaries, Ambiguous Loss, Resilience and Traumatic Growth. We discuss reasons why these concepts are important to researching families living with autism spectrum disorder and provide recommendations for future research. The potential for research grounded in Family Systems approaches to influence clinical support services is also discussed. En ligne : http://dx.doi.org/10.1177/1362361312472261 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Family-focused autism spectrum disorder research: A review of the utility of family systems approaches [Texte imprimé et/ou numérique] / Elizabeth K. CRIDLAND, Auteur ; Sandra C. JONES, Auteur ; Christopher A. MAGEE, Auteur ; Peter CAPUTI, Auteur . - p.213-222. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.213-222 Mots-clés : ambiguous loss  autism spectrum disorders  dyad  family functioning  family systems  holistic approaches  resilience  subsystem  support services  stress  traumatic growth Index. décimale : PER Périodiques Résumé : A family member with an autism spectrum disorder presents pervasive and bidirectional influences on the entire family system, suggesting a need for family-focused autism spectrum disorder research. While there has been increasing interest in this research area, family-focused autism spectrum disorder research can still be considered relatively recent, and there are limitations to the existing literature. The purpose of this article is to provide theoretical and methodological directions for future family-focused autism spectrum disorder research. In particular, this article proposes Family Systems approaches as a common theoretical framework for future family-focused autism spectrum disorder research by considering theoretical concepts such as Boundaries, Ambiguous Loss, Resilience and Traumatic Growth. We discuss reasons why these concepts are important to researching families living with autism spectrum disorder and provide recommendations for future research. The potential for research grounded in Family Systems approaches to influence clinical support services is also discussed. En ligne : http://dx.doi.org/10.1177/1362361312472261 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Loneliness, friendship, and well-being in adults with autism spectrum disorders / Micah O. MAZUREK in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.223-232 Titre : Loneliness, friendship, and well-being in adults with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Micah O. MAZUREK, Auteur Article en page(s) : p.223-232 Langues : Anglais (eng) Mots-clés : adults  anxiety  autism spectrum disorders  depression  friendship  loneliness Index. décimale : PER Périodiques Résumé : This study examined the relations among loneliness, friendship, and emotional functioning in adults (N = 108) with autism spectrum disorders. Participants completed self-report measures of symptoms of autism spectrum disorders, loneliness, number and nature of friendships, depression, anxiety, life satisfaction, and self-esteem. The results indicated that loneliness was associated with increased depression and anxiety and decreased life satisfaction and self-esteem, even after controlling for symptoms of autism spectrum disorders. In addition, greater quantity and quality of friendships were associated with decreased loneliness among adults with autism spectrum disorders. Multivariate models indicated that friendship did not moderate the relationship between loneliness and well-being; however, number of friends provided unique independent effects in predicting self-esteem, depression, and anxiety above and beyond the effects of loneliness. This was the first study to examine the relations among these aspects of social and emotional functioning in adults with autism spectrum disorders, and the results indicate that this topic warrants further clinical and research attention. En ligne : http://dx.doi.org/10.1177/1362361312474121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Loneliness, friendship, and well-being in adults with autism spectrum disorders [Texte imprimé et/ou numérique] / Micah O. MAZUREK, Auteur . - p.223-232. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.223-232 Mots-clés : adults  anxiety  autism spectrum disorders  depression  friendship  loneliness Index. décimale : PER Périodiques Résumé : This study examined the relations among loneliness, friendship, and emotional functioning in adults (N = 108) with autism spectrum disorders. Participants completed self-report measures of symptoms of autism spectrum disorders, loneliness, number and nature of friendships, depression, anxiety, life satisfaction, and self-esteem. The results indicated that loneliness was associated with increased depression and anxiety and decreased life satisfaction and self-esteem, even after controlling for symptoms of autism spectrum disorders. In addition, greater quantity and quality of friendships were associated with decreased loneliness among adults with autism spectrum disorders. Multivariate models indicated that friendship did not moderate the relationship between loneliness and well-being; however, number of friends provided unique independent effects in predicting self-esteem, depression, and anxiety above and beyond the effects of loneliness. This was the first study to examine the relations among these aspects of social and emotional functioning in adults with autism spectrum disorders, and the results indicate that this topic warrants further clinical and research attention. En ligne : http://dx.doi.org/10.1177/1362361312474121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Academic abilities in children and adolescents with a history of autism spectrum disorders who have achieved optimal outcomes / Eva TROYB in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.233-243 Titre : Academic abilities in children and adolescents with a history of autism spectrum disorders who have achieved optimal outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Eva TROYB, Auteur ; Alyssa ORINSTEIN, Auteur ; Katherine TYSON, Auteur ; Molly HELT, Auteur ; Inge-Marie EIGSTI, Auteur ; Michael C. STEVENS, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.233-243 Langues : Anglais (eng) Mots-clés : academic functioning  optimal outcomes  outcomes  autism spectrum disorders  high-functioning autism Index. décimale : PER Périodiques Résumé : This study examines the academic abilities of children and adolescents who were once diagnosed with an autism spectrum disorder, but who no longer meet diagnostic criteria for this disorder. These individuals have achieved social and language skills within the average range for their ages, receive little or no school support, and are referred to as having achieved “optimal outcomes.” Performance of 32 individuals who achieved optimal outcomes, 41 high-functioning individuals with a current autism spectrum disorder diagnosis (high-functioning autism), and 34 typically developing peers was compared on measures of decoding, reading comprehension, mathematical problem solving, and written expression. Groups were matched on age, sex, and nonverbal IQ; however, the high-functioning autism group scored significantly lower than the optimal outcome and typically developing groups on verbal IQ. All three groups performed in the average range on all subtests measured, and no significant differences were found in performance of the optimal outcome and typically developing groups. The high-functioning autism group scored significantly lower on subtests of reading comprehension and mathematical problem solving than the optimal outcome group. These findings suggest that the academic abilities of individuals who achieved optimal outcomes are similar to those of their typically developing peers, even in areas where individuals who have retained their autism spectrum disorder diagnoses exhibit some ongoing difficulty. En ligne : http://dx.doi.org/10.1177/1362361312473519 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Academic abilities in children and adolescents with a history of autism spectrum disorders who have achieved optimal outcomes [Texte imprimé et/ou numérique] / Eva TROYB, Auteur ; Alyssa ORINSTEIN, Auteur ; Katherine TYSON, Auteur ; Molly HELT, Auteur ; Inge-Marie EIGSTI, Auteur ; Michael C. STEVENS, Auteur ; Deborah A. FEIN, Auteur . - p.233-243. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.233-243 Mots-clés : academic functioning  optimal outcomes  outcomes  autism spectrum disorders  high-functioning autism Index. décimale : PER Périodiques Résumé : This study examines the academic abilities of children and adolescents who were once diagnosed with an autism spectrum disorder, but who no longer meet diagnostic criteria for this disorder. These individuals have achieved social and language skills within the average range for their ages, receive little or no school support, and are referred to as having achieved “optimal outcomes.” Performance of 32 individuals who achieved optimal outcomes, 41 high-functioning individuals with a current autism spectrum disorder diagnosis (high-functioning autism), and 34 typically developing peers was compared on measures of decoding, reading comprehension, mathematical problem solving, and written expression. Groups were matched on age, sex, and nonverbal IQ; however, the high-functioning autism group scored significantly lower than the optimal outcome and typically developing groups on verbal IQ. All three groups performed in the average range on all subtests measured, and no significant differences were found in performance of the optimal outcome and typically developing groups. The high-functioning autism group scored significantly lower on subtests of reading comprehension and mathematical problem solving than the optimal outcome group. These findings suggest that the academic abilities of individuals who achieved optimal outcomes are similar to those of their typically developing peers, even in areas where individuals who have retained their autism spectrum disorder diagnoses exhibit some ongoing difficulty. En ligne : http://dx.doi.org/10.1177/1362361312473519 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Maladaptive cognitive appraisals in children with high-functioning autism: Associations with fear, anxiety and theory of mind / Shilpi SHARMA in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.244-254 Titre : Maladaptive cognitive appraisals in children with high-functioning autism: Associations with fear, anxiety and theory of mind Type de document : Texte imprimé et/ou numérique Auteurs : Shilpi SHARMA, Auteur ; Lisa M. WOOLFSON, Auteur ; Simon C. HUNTER, Auteur Article en page(s) : p.244-254 Langues : Anglais (eng) Mots-clés : appraisal  cognition  fear Index. décimale : PER Périodiques Résumé : Despite the well-documented success of cognitive restructuring techniques in the treatment of anxiety disorders, there is still little clarity on which cognitions underpin fear and anxiety in children with high-functioning autism spectrum disorder. This study examined whether certain cognitive appraisals, known to be associated with fear and anxiety in typically developing groups, may help explain these emotions in children with high-functioning autism spectrum disorder. It also investigated relations between these cognitive appraisals and theory of mind. Appraisals, fear and anxiety were assessed using a vignette approach in 22 children with high-functioning autism spectrum disorders and 22 typically developing children. The two groups differed significantly on all four appraisal types. Anxiety was negatively correlated with future expectancy and positively with problem-focused coping potential in the high-functioning autism spectrum disorder group but was not correlated with appraisals in the typically developing group. The two appraisals associated with fear were emotion-focused coping potential (in the high-functioning autism spectrum disorder group only) and self-accountability (in the typically developing group only). Linear regression analysis found that appraisals of emotion-focused coping potential, problem-focused coping potential and future expectancy were significant predictors of theory-of-mind ability in the high-functioning autism spectrum disorders group. These findings indicate that specific, problematic patterns of appraisal may characterise children with high-functioning autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361312472556 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Maladaptive cognitive appraisals in children with high-functioning autism: Associations with fear, anxiety and theory of mind [Texte imprimé et/ou numérique] / Shilpi SHARMA, Auteur ; Lisa M. WOOLFSON, Auteur ; Simon C. HUNTER, Auteur . - p.244-254. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.244-254 Mots-clés : appraisal  cognition  fear Index. décimale : PER Périodiques Résumé : Despite the well-documented success of cognitive restructuring techniques in the treatment of anxiety disorders, there is still little clarity on which cognitions underpin fear and anxiety in children with high-functioning autism spectrum disorder. This study examined whether certain cognitive appraisals, known to be associated with fear and anxiety in typically developing groups, may help explain these emotions in children with high-functioning autism spectrum disorder. It also investigated relations between these cognitive appraisals and theory of mind. Appraisals, fear and anxiety were assessed using a vignette approach in 22 children with high-functioning autism spectrum disorders and 22 typically developing children. The two groups differed significantly on all four appraisal types. Anxiety was negatively correlated with future expectancy and positively with problem-focused coping potential in the high-functioning autism spectrum disorder group but was not correlated with appraisals in the typically developing group. The two appraisals associated with fear were emotion-focused coping potential (in the high-functioning autism spectrum disorder group only) and self-accountability (in the typically developing group only). Linear regression analysis found that appraisals of emotion-focused coping potential, problem-focused coping potential and future expectancy were significant predictors of theory-of-mind ability in the high-functioning autism spectrum disorders group. These findings indicate that specific, problematic patterns of appraisal may characterise children with high-functioning autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361312472556 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Long-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders / Josh MANDELBERG in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.255-263 Titre : Long-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Josh MANDELBERG, Auteur ; Fred FRANKEL, Auteur ; Tina CUNNINGHAM, Auteur ; Clarissa M. GOROSPE, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.255-263 Langues : Anglais (eng) Mots-clés : autism  children  follow-up  intervention  social skills Index. décimale : PER Périodiques Résumé : This study aims to evaluate the long-term outcome of Children’s Friendship Training, a parent-assisted social skills intervention for children. Prior research has shown Children’s Friendship Training to be superior to wait-list control with maintenance of gains at 3-month follow-up. Participants were families of children diagnosed with autism spectrum disorder who completed Children’s Friendship Training 1–5 years earlier. They were recruited through mail, phone, and email. Information collected included parent and child completed questionnaires and a phone interview. Data were collected on 24 of 52 potential participants (46%). With an average of 35-month follow-up, participants had a mean age of 12.6 years. Results indicated that participants at follow-up were invited on significantly more play dates, showed less play date conflict, improved significantly in parent-reported social skills and problem behaviors, and demonstrated marginally significant decreases in loneliness when compared to pre–Children’s Friendship Training. En ligne : http://dx.doi.org/10.1177/1362361312472403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Long-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders [Texte imprimé et/ou numérique] / Josh MANDELBERG, Auteur ; Fred FRANKEL, Auteur ; Tina CUNNINGHAM, Auteur ; Clarissa M. GOROSPE, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.255-263. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.255-263 Mots-clés : autism  children  follow-up  intervention  social skills Index. décimale : PER Périodiques Résumé : This study aims to evaluate the long-term outcome of Children’s Friendship Training, a parent-assisted social skills intervention for children. Prior research has shown Children’s Friendship Training to be superior to wait-list control with maintenance of gains at 3-month follow-up. Participants were families of children diagnosed with autism spectrum disorder who completed Children’s Friendship Training 1–5 years earlier. They were recruited through mail, phone, and email. Information collected included parent and child completed questionnaires and a phone interview. Data were collected on 24 of 52 potential participants (46%). With an average of 35-month follow-up, participants had a mean age of 12.6 years. Results indicated that participants at follow-up were invited on significantly more play dates, showed less play date conflict, improved significantly in parent-reported social skills and problem behaviors, and demonstrated marginally significant decreases in loneliness when compared to pre–Children’s Friendship Training. En ligne : http://dx.doi.org/10.1177/1362361312472403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Using Tic-Tac software to reduce anxiety-related behaviour in adults with autism and learning difficulties during waiting periods: A pilot study / Cristina CAMPILLO in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.264-271 Titre : Using Tic-Tac software to reduce anxiety-related behaviour in adults with autism and learning difficulties during waiting periods: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Cristina CAMPILLO, Auteur ; Gerardo HERRERA, Auteur ; Conchi REMIREZ DE GANUZA, Auteur ; José L. CUESTA, Auteur ; Raquel ABELLÁN, Auteur ; Arturo CAMPOS, Auteur ; Ignacio NAVARRO, Auteur ; Javier SEVILLA, Auteur ; Carlos A. PARDO, Auteur ; Fabián AMATI, Auteur Article en page(s) : p.264-271 Langues : Anglais (eng) Mots-clés : anxiety-related behaviours  autism  technology  time perception Index. décimale : PER Périodiques Résumé : Deficits in the perception of time and processing of changes across time are commonly observed in individuals with autism. This pilot study evaluated the efficacy of the use of the software tool Tic-Tac, designed to make time visual, in three adults with autism and learning difficulties. This research focused on applying the tool in waiting situations where the participants exhibited anxiety-related behaviour. The intervention followed a baseline and intervention (AB) design, and a partial interval recording procedure was used to code the presence of stereotypes, nervous utterances, wandering or other examples of nervousness during the selected waiting situations. The results showed that the use of Tic-Tac resulted in lower levels of anxiety-related behaviour in all three participants, compared to the baseline, suggesting that this software may be an effective technology for helping people with autism with organisation and predictability during waiting periods. The results are discussed in terms of limitations and implications for further study. En ligne : http://dx.doi.org/10.1177/1362361312472067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Using Tic-Tac software to reduce anxiety-related behaviour in adults with autism and learning difficulties during waiting periods: A pilot study [Texte imprimé et/ou numérique] / Cristina CAMPILLO, Auteur ; Gerardo HERRERA, Auteur ; Conchi REMIREZ DE GANUZA, Auteur ; José L. CUESTA, Auteur ; Raquel ABELLÁN, Auteur ; Arturo CAMPOS, Auteur ; Ignacio NAVARRO, Auteur ; Javier SEVILLA, Auteur ; Carlos A. PARDO, Auteur ; Fabián AMATI, Auteur . - p.264-271. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.264-271 Mots-clés : anxiety-related behaviours  autism  technology  time perception Index. décimale : PER Périodiques Résumé : Deficits in the perception of time and processing of changes across time are commonly observed in individuals with autism. This pilot study evaluated the efficacy of the use of the software tool Tic-Tac, designed to make time visual, in three adults with autism and learning difficulties. This research focused on applying the tool in waiting situations where the participants exhibited anxiety-related behaviour. The intervention followed a baseline and intervention (AB) design, and a partial interval recording procedure was used to code the presence of stereotypes, nervous utterances, wandering or other examples of nervousness during the selected waiting situations. The results showed that the use of Tic-Tac resulted in lower levels of anxiety-related behaviour in all three participants, compared to the baseline, suggesting that this software may be an effective technology for helping people with autism with organisation and predictability during waiting periods. The results are discussed in terms of limitations and implications for further study. En ligne : http://dx.doi.org/10.1177/1362361312472067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Association between severity of behavioral phenotype and comorbid attention deficit hyperactivity disorder symptoms in children with autism spectrum disorders / Patricia A. RAO in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.272-280 Titre : Association between severity of behavioral phenotype and comorbid attention deficit hyperactivity disorder symptoms in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Patricia A. RAO, Auteur ; Rebecca LANDA, Auteur Article en page(s) : p.272-280 Langues : Anglais (eng) Mots-clés : attention deficit hyperactivity disorder  autism  comorbidity  symptom severity Index. décimale : PER Périodiques Résumé : Autism spectrum disorder and attention deficit hyperactivity disorder are neurodevelopmental disorders that cannot be codiagnosed under existing diagnostic guidelines (Diagnostic and Statistical Manual of the American Psychiatric Association, 4th ed., text rev.). However, reports are emerging that attention deficit hyperactivity disorder is sometimes comorbid with autism spectrum disorder. In the current study, we examined rates of parent-reported clinically significant symptoms of attention deficit hyperactivity disorder in school-aged children (4–8 years) with autism spectrum disorder, most of whom were first enrolled in our research protocols as toddlers. Results revealed that children with autism spectrum disorder and attention deficit hyperactivity disorder had lower cognitive functioning, more severe social impairment, and greater delays in adaptive functioning than children with autism spectrum disorder only. Implications for clinical practice include the need to assess for attention deficit hyperactivity disorder symptoms at an early age in children diagnosed with autism spectrum disorder. Research is needed to determine efficacious interventions for young children with autism spectrum disorder with comorbid attention deficit hyperactivity disorder to optimize outcomes. En ligne : http://dx.doi.org/10.1177/1362361312470494 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Association between severity of behavioral phenotype and comorbid attention deficit hyperactivity disorder symptoms in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Patricia A. RAO, Auteur ; Rebecca LANDA, Auteur . - p.272-280. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.272-280 Mots-clés : attention deficit hyperactivity disorder  autism  comorbidity  symptom severity Index. décimale : PER Périodiques Résumé : Autism spectrum disorder and attention deficit hyperactivity disorder are neurodevelopmental disorders that cannot be codiagnosed under existing diagnostic guidelines (Diagnostic and Statistical Manual of the American Psychiatric Association, 4th ed., text rev.). However, reports are emerging that attention deficit hyperactivity disorder is sometimes comorbid with autism spectrum disorder. In the current study, we examined rates of parent-reported clinically significant symptoms of attention deficit hyperactivity disorder in school-aged children (4–8 years) with autism spectrum disorder, most of whom were first enrolled in our research protocols as toddlers. Results revealed that children with autism spectrum disorder and attention deficit hyperactivity disorder had lower cognitive functioning, more severe social impairment, and greater delays in adaptive functioning than children with autism spectrum disorder only. Implications for clinical practice include the need to assess for attention deficit hyperactivity disorder symptoms at an early age in children diagnosed with autism spectrum disorder. Research is needed to determine efficacious interventions for young children with autism spectrum disorder with comorbid attention deficit hyperactivity disorder to optimize outcomes. En ligne : http://dx.doi.org/10.1177/1362361312470494 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Motor development in children at risk of autism: A follow-up study of infant siblings / Hayley C. LEONARD in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.281-291 Titre : Motor development in children at risk of autism: A follow-up study of infant siblings Type de document : Texte imprimé et/ou numérique Auteurs : Hayley C. LEONARD, Auteur ; Rachael BEDFORD, Auteur ; Tony CHARMAN, Auteur ; Mayada ELSABBAGH, Auteur ; Mark H. JOHNSON, Auteur ; Elisabeth L. HILL, Auteur ; THE BASIS TEAM, Auteur Article en page(s) : p.281-291 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  broader autism phenotype  face processing  infant siblings  motor development Index. décimale : PER Périodiques Résumé : Recently, evidence of poor or atypical motor skills in autism spectrum disorder has led some to argue that motor impairment is a core feature of the condition. The current study uses a longitudinal prospective design to assess the development of motor skills of 20 children at increased risk of developing autism spectrum disorder, who were recruited and tested at 9 and 40 months of age, on the basis of having an older sibling diagnosed with the condition. All children completed a range of motor, face processing, IQ and diagnostic assessments at a follow-up visit (aged 5–7 years), providing a detailed profile of development in this group from a number of standardised, parental report and experimental measures. A higher proportion of children than expected demonstrated motor difficulties at the follow-up visit and those highlighted by parental report as having poor motor skills as infants and toddlers were also more likely to have lower face processing scores and elevated autism-related social symptoms at 5–7 years, despite having similar IQ levels. These data lend support to the argument that early motor difficulties may be a risk factor for later motor impairment as well as differences in social communication and cognition, traits that are related to autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361312470037 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Motor development in children at risk of autism: A follow-up study of infant siblings [Texte imprimé et/ou numérique] / Hayley C. LEONARD, Auteur ; Rachael BEDFORD, Auteur ; Tony CHARMAN, Auteur ; Mayada ELSABBAGH, Auteur ; Mark H. JOHNSON, Auteur ; Elisabeth L. HILL, Auteur ; THE BASIS TEAM, Auteur . - p.281-291. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.281-291 Mots-clés : autism spectrum disorder  broader autism phenotype  face processing  infant siblings  motor development Index. décimale : PER Périodiques Résumé : Recently, evidence of poor or atypical motor skills in autism spectrum disorder has led some to argue that motor impairment is a core feature of the condition. The current study uses a longitudinal prospective design to assess the development of motor skills of 20 children at increased risk of developing autism spectrum disorder, who were recruited and tested at 9 and 40 months of age, on the basis of having an older sibling diagnosed with the condition. All children completed a range of motor, face processing, IQ and diagnostic assessments at a follow-up visit (aged 5–7 years), providing a detailed profile of development in this group from a number of standardised, parental report and experimental measures. A higher proportion of children than expected demonstrated motor difficulties at the follow-up visit and those highlighted by parental report as having poor motor skills as infants and toddlers were also more likely to have lower face processing scores and elevated autism-related social symptoms at 5–7 years, despite having similar IQ levels. These data lend support to the argument that early motor difficulties may be a risk factor for later motor impairment as well as differences in social communication and cognition, traits that are related to autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361312470037 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

The relation of parent–child interaction qualities to social skills in children with and without autism spectrum disorders / Erin L. HAVEN in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.292-300 Titre : The relation of parent–child interaction qualities to social skills in children with and without autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Erin L. HAVEN, Auteur ; Christen N. MANANGAN, Auteur ; Joanne K. SPARROW, Auteur ; Beverly J. WILSON, Auteur Article en page(s) : p.292-300 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  parent–child interactions  social skills Index. décimale : PER Périodiques Résumé : This study examined associations between parent–child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent–child interaction qualities would be related to children’s social skills and would mediate the negative relation between children’s developmental status (typical development vs autism spectrum disorders) and social skills. Videotapes of parents and children during a 5-min wordless book task were coded for parent positive affect and emotional support as well as parent–child cohesiveness. Emotional support and cohesiveness were significantly related to children’s social skills, such that higher emotional support and cohesiveness were associated with higher social skills, R 2 = .29, p = .02, and R 2 = .38, p = .002, respectively. Additionally, cohesiveness mediated the relation between children’s developmental status and social skills. These findings suggest that parent emotional support and cohesiveness between parents and children positively influence children’s social skills. Parent positive affect was unrelated to social skills. Implications of these findings for social skills interventions are discussed, particularly for young children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361312470036 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] The relation of parent–child interaction qualities to social skills in children with and without autism spectrum disorders [Texte imprimé et/ou numérique] / Erin L. HAVEN, Auteur ; Christen N. MANANGAN, Auteur ; Joanne K. SPARROW, Auteur ; Beverly J. WILSON, Auteur . - p.292-300. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.292-300 Mots-clés : autism spectrum disorders  parent–child interactions  social skills Index. décimale : PER Périodiques Résumé : This study examined associations between parent–child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent–child interaction qualities would be related to children’s social skills and would mediate the negative relation between children’s developmental status (typical development vs autism spectrum disorders) and social skills. Videotapes of parents and children during a 5-min wordless book task were coded for parent positive affect and emotional support as well as parent–child cohesiveness. Emotional support and cohesiveness were significantly related to children’s social skills, such that higher emotional support and cohesiveness were associated with higher social skills, R 2 = .29, p = .02, and R 2 = .38, p = .002, respectively. Additionally, cohesiveness mediated the relation between children’s developmental status and social skills. These findings suggest that parent emotional support and cohesiveness between parents and children positively influence children’s social skills. Parent positive affect was unrelated to social skills. Implications of these findings for social skills interventions are discussed, particularly for young children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361312470036 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Understanding of emotions based on counterfactual reasoning in children with autism spectrum disorders / Sander BEGEER in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.301-310 Titre : Understanding of emotions based on counterfactual reasoning in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sander BEGEER, Auteur ; Marc DE ROSNAY, Auteur ; Patty LUNENBURG, Auteur ; Hedy STEGGE, Auteur ; Mark Meerum TERWOGT, Auteur Article en page(s) : p.301-310 Langues : Anglais (eng) Mots-clés : autism  counterfactual  downward  emotion  regret  relief  upward Index. décimale : PER Périodiques Résumé : The understanding of emotions based on counterfactual reasoning was studied in children with high-functioning autism spectrum disorders (n = 71) and in typically developing children (n = 71), aged 6–12 years. Children were presented with eight stories about two protagonists who experienced the same positive or negative outcome, either due to their own action or by default. Relative to the comparison group, children with high-functioning autism spectrum disorder were poor at explaining emotions based on downward counterfactual reasoning (i.e. contentment and relief). There were no group differences in upward counterfactual reasoning (i.e. disappointment and regret). In the comparison group, second-order false-belief reasoning was related to children’s understanding of second-order counterfactual emotions (i.e. regret and relief), while children in the high-functioning autism spectrum disorder group relied more on their general intellectual skills. Results are discussed in terms of the different functions of counterfactual reasoning about emotion and the cognitive style of children with high-functioning autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361312468798 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Understanding of emotions based on counterfactual reasoning in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Sander BEGEER, Auteur ; Marc DE ROSNAY, Auteur ; Patty LUNENBURG, Auteur ; Hedy STEGGE, Auteur ; Mark Meerum TERWOGT, Auteur . - p.301-310. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.301-310 Mots-clés : autism  counterfactual  downward  emotion  regret  relief  upward Index. décimale : PER Périodiques Résumé : The understanding of emotions based on counterfactual reasoning was studied in children with high-functioning autism spectrum disorders (n = 71) and in typically developing children (n = 71), aged 6–12 years. Children were presented with eight stories about two protagonists who experienced the same positive or negative outcome, either due to their own action or by default. Relative to the comparison group, children with high-functioning autism spectrum disorder were poor at explaining emotions based on downward counterfactual reasoning (i.e. contentment and relief). There were no group differences in upward counterfactual reasoning (i.e. disappointment and regret). In the comparison group, second-order false-belief reasoning was related to children’s understanding of second-order counterfactual emotions (i.e. regret and relief), while children in the high-functioning autism spectrum disorder group relied more on their general intellectual skills. Results are discussed in terms of the different functions of counterfactual reasoning about emotion and the cognitive style of children with high-functioning autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361312468798 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements / Allison S. NAHMIAS in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.311-320 Titre : Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements Type de document : Texte imprimé et/ou numérique Auteurs : Allison S. NAHMIAS, Auteur ; Colleen KASE, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.311-320 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  community practices  early intervention  inclusion  preschool Index. décimale : PER Périodiques Résumé : Little comparative research examines which community-based preschool intervention placements produce the best outcomes for which children with autism spectrum disorders. Autism-specific placements can provide intensive evidence-based care; however, inclusion settings provide interaction with typically developing peers, the importance of which is increasingly recognized. This study examined the association between early intervention placement in three settings (autism-only, mixed disability, or inclusive) and cognitive outcomes upon entry into elementary school in an urban school district for 98 preschool-aged children with autism spectrum disorders. Initial child and demographic characteristics were similar among the three placements. Controlling for initial cognitive scores and other covariates, cognitive outcomes for children in inclusive placements were better than those of children in mixed disability settings. A consistent pattern emerged that suggested the particular importance of inclusive placements for children with initially greater social impairments, greater adaptive behavior impairments, and at least a baseline level of language skills. Opportunities to interact with typically developing peers may be particularly beneficial for certain subgroups of young children with autism spectrum disorders. The results provide preliminary insight into important child characteristics to consider when parents and providers make preschool early intervention placement decisions. En ligne : http://dx.doi.org/10.1177/1362361312467865 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements [Texte imprimé et/ou numérique] / Allison S. NAHMIAS, Auteur ; Colleen KASE, Auteur ; David S. MANDELL, Auteur . - p.311-320. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.311-320 Mots-clés : autism spectrum disorders  community practices  early intervention  inclusion  preschool Index. décimale : PER Périodiques Résumé : Little comparative research examines which community-based preschool intervention placements produce the best outcomes for which children with autism spectrum disorders. Autism-specific placements can provide intensive evidence-based care; however, inclusion settings provide interaction with typically developing peers, the importance of which is increasingly recognized. This study examined the association between early intervention placement in three settings (autism-only, mixed disability, or inclusive) and cognitive outcomes upon entry into elementary school in an urban school district for 98 preschool-aged children with autism spectrum disorders. Initial child and demographic characteristics were similar among the three placements. Controlling for initial cognitive scores and other covariates, cognitive outcomes for children in inclusive placements were better than those of children in mixed disability settings. A consistent pattern emerged that suggested the particular importance of inclusive placements for children with initially greater social impairments, greater adaptive behavior impairments, and at least a baseline level of language skills. Opportunities to interact with typically developing peers may be particularly beneficial for certain subgroups of young children with autism spectrum disorders. The results provide preliminary insight into important child characteristics to consider when parents and providers make preschool early intervention placement decisions. En ligne : http://dx.doi.org/10.1177/1362361312467865 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Does a claims diagnosis of autism mean a true case? / James P. BURKE in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.321-330 Titre : Does a claims diagnosis of autism mean a true case? Type de document : Texte imprimé et/ou numérique Auteurs : James P. BURKE, Auteur ; Anjali JAIN, Auteur ; Wenya YANG, Auteur ; Jonathan P. KELLY, Auteur ; Marygrace KAISER, Auteur ; Laura BECKER, Auteur ; Lindsay LAWER, Auteur ; Craig J. NEWSCHAFFER, Auteur Article en page(s) : p.321-330 Langues : Anglais (eng) Mots-clés : Administrative data  autism  chart review  validation study Index. décimale : PER Périodiques Résumé : The purpose of this study was to validate autism spectrum disorder cases identified through claims-based case identification algorithms against a clinical review of medical charts. Charts were reviewed for 432 children who fell into one of the three following groups: (a) more than or equal to two claims with an autism spectrum disorder diagnosis code (n = 182), (b) one claim with an autism spectrum disorder diagnosis code (n = 190), and (c) those who had no claims for autism spectrum disorder but had claims for other developmental or neurological conditions (n = 60). The algorithm-based diagnoses were compared with documented autism spectrum disorders in the medical charts. The algorithm requiring more than or equal to two claims for autism spectrum disorder generated a positive predictive value of 87.4%, which suggests that such an algorithm is a valid means to identify true autism spectrum disorder cases in claims data. En ligne : http://dx.doi.org/10.1177/1362361312467709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Does a claims diagnosis of autism mean a true case? [Texte imprimé et/ou numérique] / James P. BURKE, Auteur ; Anjali JAIN, Auteur ; Wenya YANG, Auteur ; Jonathan P. KELLY, Auteur ; Marygrace KAISER, Auteur ; Laura BECKER, Auteur ; Lindsay LAWER, Auteur ; Craig J. NEWSCHAFFER, Auteur . - p.321-330. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.321-330 Mots-clés : Administrative data  autism  chart review  validation study Index. décimale : PER Périodiques Résumé : The purpose of this study was to validate autism spectrum disorder cases identified through claims-based case identification algorithms against a clinical review of medical charts. Charts were reviewed for 432 children who fell into one of the three following groups: (a) more than or equal to two claims with an autism spectrum disorder diagnosis code (n = 182), (b) one claim with an autism spectrum disorder diagnosis code (n = 190), and (c) those who had no claims for autism spectrum disorder but had claims for other developmental or neurological conditions (n = 60). The algorithm-based diagnoses were compared with documented autism spectrum disorders in the medical charts. The algorithm requiring more than or equal to two claims for autism spectrum disorder generated a positive predictive value of 87.4%, which suggests that such an algorithm is a valid means to identify true autism spectrum disorder cases in claims data. En ligne : http://dx.doi.org/10.1177/1362361312467709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Using the Modified Checklist for Autism in Toddlers in a well-child clinic in Turkey: Adapting the screening method based on culture and setting / Bülent KARA in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.331-338 Titre : Using the Modified Checklist for Autism in Toddlers in a well-child clinic in Turkey: Adapting the screening method based on culture and setting Type de document : Texte imprimé et/ou numérique Auteurs : Bülent KARA, Auteur ; Nahit M. MUKADDES, Auteur ; I??lay ALTINKAYA, Auteur ; Dilek GUNTEPE, Auteur ; Gülbin GOKCAY, Auteur ; Meral OZMEN, Auteur Article en page(s) : p.331-338 Langues : Anglais (eng) Mots-clés : autism  Modified Checklist for Autism in Toddlers  pervasive developmental disorders  screening Index. décimale : PER Périodiques Résumé : We aimed to adapt the Modified Checklist for Autism in Toddlers to Turkish culture. The Modified Checklist for Autism in Toddlers was filled out independently by 191 parents while they were waiting for the well-child examination of their child. A high screen-positive rate was found. Because of this high false-positive rate, a second study was done in which the Modified Checklist for Autism in Toddlers was administered by health-care staff in a short interview with two groups of parents. The first group (the high-risk group) comprised 80 children aged 18–36 months, who were initially diagnosed with pervasive developmental disorders. The second group (the low-risk group) comprised 538 children of the same age, who were followed regularly by the well-child clinic. Two screen positives were found in the low-risk group. These two children, a random sample of 120 children from the low-risk group, and all the high-risk group were invited to a clinical evaluation. The diagnostic power of the Modified Checklist for Autism in Toddlers was assessed against clinical diagnosis and the Childhood Autism Rating Scale. The positive predictive value of the Modified Checklist for Autism in Toddlers was found to be 75%. Our findings led us to conclude that the Modified Checklist for Autism in Toddlers is a useful tool in Turkey for screening of pervasive developmental disorders in primary care, but in our culture, it is completed more accurately when health-care personnel ask the parents the questions. This study shows that Modified Checklist for Autism in Toddlers screening should be adapted based on culture and setting. En ligne : http://dx.doi.org/10.1177/1362361312467864 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Using the Modified Checklist for Autism in Toddlers in a well-child clinic in Turkey: Adapting the screening method based on culture and setting [Texte imprimé et/ou numérique] / Bülent KARA, Auteur ; Nahit M. MUKADDES, Auteur ; I??lay ALTINKAYA, Auteur ; Dilek GUNTEPE, Auteur ; Gülbin GOKCAY, Auteur ; Meral OZMEN, Auteur . - p.331-338. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.331-338 Mots-clés : autism  Modified Checklist for Autism in Toddlers  pervasive developmental disorders  screening Index. décimale : PER Périodiques Résumé : We aimed to adapt the Modified Checklist for Autism in Toddlers to Turkish culture. The Modified Checklist for Autism in Toddlers was filled out independently by 191 parents while they were waiting for the well-child examination of their child. A high screen-positive rate was found. Because of this high false-positive rate, a second study was done in which the Modified Checklist for Autism in Toddlers was administered by health-care staff in a short interview with two groups of parents. The first group (the high-risk group) comprised 80 children aged 18–36 months, who were initially diagnosed with pervasive developmental disorders. The second group (the low-risk group) comprised 538 children of the same age, who were followed regularly by the well-child clinic. Two screen positives were found in the low-risk group. These two children, a random sample of 120 children from the low-risk group, and all the high-risk group were invited to a clinical evaluation. The diagnostic power of the Modified Checklist for Autism in Toddlers was assessed against clinical diagnosis and the Childhood Autism Rating Scale. The positive predictive value of the Modified Checklist for Autism in Toddlers was found to be 75%. Our findings led us to conclude that the Modified Checklist for Autism in Toddlers is a useful tool in Turkey for screening of pervasive developmental disorders in primary care, but in our culture, it is completed more accurately when health-care personnel ask the parents the questions. This study shows that Modified Checklist for Autism in Toddlers screening should be adapted based on culture and setting. En ligne : http://dx.doi.org/10.1177/1362361312467864 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Lay Abstracts in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.339-343 Titre : Lay Abstracts Type de document : Texte imprimé et/ou numérique Article en page(s) : p.339-343 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361314524681 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Lay Abstracts [Texte imprimé et/ou numérique] . - p.339-343. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.339-343 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361314524681 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229